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Schools provide different contexts for pre-service teachers who are learning to teach under the guidance of mentor teachers as part of work-integrated learning (WIL). As a result, universities and teachers' colleges offer guidance to schools and classroom practitioners to ensure that pre-service teachers are provided with similar opportunities during WIL field experiences. This qualitative paper used semi-structured interviews, observations and document analysis to examine mentoring contexts in different classes, to gain a deep understanding of the mentoring practices, by using the socio-cultural-theory lens. The mentoring pair was used as the unit of analysis. The study analyzed three cases from Zimbabwean secondary schools with different mentoring contexts. Findings indicate that the contexts of WIL for pre-service teachers could be more conducive but are limited by the multiple roles of mentors and limited mentoring infrastructure and facilities. The paper recommends that pre-service teachers practice in different school contexts. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) experiences rely heavily on the development of relationships between the university, industry and often community organizations. As participation in WIL is increasing, the issue of sustainability becomes paramount, requiring processes and practices for effective collaborations and partnerships. This paper reports on an action research project to develop a framework to represent the critical success factors for sustainable WIL relationships. Drawing on reflections from WIL practitioners on what they considered were the critical success factors and a review of literature, a framework was developed, prioritizing three key themes: communication, commitment and compatibility. Within these themes, nine key factors were identified and then evaluated by academic and industry stakeholders in New Zealand, Canada and Australia. Trust, expectations, reciprocity, coordination, vision, learning, resources, reputation, and recognition were confirmed as important factors for sustainable WIL relationships. The framework provides good practice guidelines for all WIL stakeholders. [ABSTRACT FROM AUTHOR]

The experiences of students with disabilities are the focus of the study, guided by the research question: What can we learn about inclusive formative assessment in work-integrated learning (WIL) from the experiences of students with disabilities? The capability approach was drawn on to theorize how inclusive formative assessment in WIL could contribute to students’ success and well-being. Five narrative interviews with six students were conducted over the course of their first year. The study found that students valued formative assessment tasks that combined engaged learning with preparation for working life. Formative assessment provided opportunities to showcase strengths and develop areas of weakness in a safe space. Above all, students appreciated lecturers who adapted assessment tasks to their needs. The study contributes to an understanding of inclusive formative assessment from the perspectives of students with disabilities and diverse learning needs. [ABSTRACT FROM AUTHOR]

Doctoral education is transforming, along with societal changes, as it is no longer solely aimed at academic careers. A new landscape with various models for doctoral education is emerging with an increased alignment with industry. This study aims to deepen research by critically exploring industrial PhD education collaboration in Sweden. The perspectives of industrial PhD students, academia, and industry are integrated with work-integrated learning as a theoretical lens to identify benefits, challenges, and prerequisites for how to structure and manage such a collaboration. Qualitative methods are applied including a total of 38 respondents. Industrial PhD students embody PhD education, research, and university-industry collaboration, generating learning and understanding across sectors and industries. The current knowledge of PhD education is advanced by integrating multiple perspectives, to reveal prerequisites that are vital for how to structure and manage industrial PhD education collaboration, to promote work-integrated learning towards a way to build knowledge. [ABSTRACT FROM AUTHOR]

Although work-integrated learning represents an increasingly prevalent part of the tertiary education landscape, there are limited explorations of student experiences through a wellbeing lens. Wellbeing represents more than an individual's quality of life; it is an individual's ability to manage different inputs across intersecting physical, social, cognitive, psychological, environmental and economic factors often from a moment-in-time positioning. In connecting work-integrated learning and wellbeing, this conceptual article introduces work-integrated learning wellbeing (WIL wellbeing) as a construct to identify potential impacts of work-integrated learning on participants' wellbeing within and beyond learning contexts. The model highlights the importance of recognizing and appreciating student diversity in personal circumstance and experience when undertaking work-integrated learning. Explicitly connecting work-integrated learning and wellbeing emphasizes the importance of nurturing a combination of individual coping strategies, formal policy and informal institutional support, and provides a framework for higher-education institutions to address the impact of work-integrated learning on students. [ABSTRACT FROM AUTHOR]